Computing Lead: Mrs Gemma Fielding 

At Lever House, we believe computing is a vital part of modern education because it equips pupils with the knowledge and skills needed to understand and shape the digital world. It develops computational thinking, enabling learners to solve problems logically, design systems, and evaluate solutions critically. Through computing, pupils gain creativity and resilience as they design, code, and debug programs.

Our teaching of computing reflects our school values of SPARK.  Pupils learn to use technology safely and responsibly, demonstrating respect for others online and offline. They are encouraged to approach challenges with a positive mindset, show ambition in their learning, and collaborate kindly with their peers.

In an increasingly technology-driven society, computing also prepares children for future careers and everyday life by building digital literacy and confidence in using a range of tools. Furthermore, it supports cross-curricular learning, enhancing skills in mathematics, science, and design. Ultimately, teaching computing at Lever House empowers pupils to become informed, capable, and responsible digital citizens.

Curriculum Mapping Rationale:

At Lever House, our curriculum is carefully designed to meet the needs of our school structure. With an intake of 45 children per cohort, we organise our classes into mixed-age groups: Year 1/2, Year 3/4, and Year 5/6. To ensure that all pupils receive a progressive and well-sequenced computing education, we have developed a two-year rolling programme.

This approach ensures that children revisit and build upon key computing skills over time, allowing for deeper understanding and effective progression across each key stage. By embedding learning across the two-year cycle, pupils are given the opportunity to consolidate knowledge and apply their skills in a range of contexts.

From EYFS to Year 2, children have access to a bank of iPads to support hands-on computing experiences. As pupils move into Year 3, each child is provided with their own iPad. This consistent access to technology significantly enhances the teaching and learning of information technology, enabling children to engage with digital tools on a daily basis.

Regular use of iPads supports the development of confidence, independence, and creativity within computing. It allows pupils to explore, create, and refine their work more effectively, ensuring they are well-prepared for the demands of an increasingly digital world.

Planning:

At Lever House, computing is carefully planned to ensure full coverage and progression across the curriculum. We use the Mr P ICT DARES scheme of work to support our planning, selecting projects and lessons to build each computing unit within our two-year rolling programme.

These units are designed to provide a balanced curriculum, covering the three key strands of computing: computer science, digital literacy, and information technology. This ensures that pupils develop a broad and secure understanding of computing, alongside practical skills that can be applied across different contexts.

In addition to this, we use Project Evolve to plan and deliver our online safety curriculum. This ensures that pupils receive consistent, up-to-date teaching around staying safe online, which is embedded throughout the year and linked to their wider computing learning.

Through this structured approach to planning, we ensure that all pupils at Lever House receive a high-quality computing education that is progressive, engaging, and relevant to their experiences in an increasingly digital world.

Assessment:

At Lever House, assessment in computing is ongoing and embedded within lessons to ensure that teachers have a clear understanding of pupils’ knowledge, skills, and progression. Teachers use a range of formative assessment strategies, including observation, questioning, and discussion, to monitor understanding and provide immediate feedback during lessons.

As computing projects develop over each half-term, pupils are given opportunities to apply and refine their skills. Teachers use the final outcome of these projects as a summative assessment, enabling them to evaluate pupils’ ability to meet the intended learning objectives.

Monitoring:

The computing subject leader plays an active role in monitoring progress across the school by collecting and analysing data. This includes identifying pupils who are meeting age-related expectations and those who require additional support, ensuring that progress is tracked effectively over time.

In addition, the computing leader gathers pupil voice through surveys and reviews a selection of end-of-unit projects. This provides valuable insight into pupils’ experiences, engagement, and understanding, supporting ongoing development and improvement of the computing curriculum.

Enrichment Opportunities:

At Lever House, we provide a range of enrichment opportunities to enhance pupils’ experiences and engagement in computing beyond the core curriculum.

In Year 6, pupils have the opportunity to become iLeaders. These pupils take on a position of responsibility, supporting staff and peers with technology, helping to troubleshoot issues, and promoting safe and effective use of digital devices across the school. This develops leadership skills, confidence, and a deeper understanding of computing.

Across Key Stage 2, all pupils benefit from a 1:1 iPad provision, enabling regular and meaningful use of technology to support and enhance learning. In Upper Key Stage 2, pupils also have the opportunity to take their iPads home, extending learning beyond the classroom and encouraging independence, creativity, and responsible use of technology.

We actively promote online safety through events such as Safer Internet Day, where pupils engage in focused activities and discussions to deepen their understanding of how to stay safe online. Online safety is also reinforced throughout the year as part of our wider curriculum.

Additional enrichment opportunities include cross-curricular use of technology, creative digital projects, and opportunities for collaborative learning. These experiences support pupils in becoming confident, responsible, and innovative users of technology, fully prepared for the demands of the digital world.